If you had to pick your favourite e-learning interaction, which would it be, and why? For me it’s easy: the myth and reality screen takes the top spot. “But why?” I hear you cry. Here are my top three reasons (although I do have many more!).
I recently completed a project for a client which went so smoothly it was over before I knew it. I really enjoyed the whole process from start to finish and the course we created received rave reviews from the client, stakeholders and users. I was actually quite sad to see the project come to an end. And so, it made me ask myself, why do some projects run like a dream and others don’t?
Videos can be a great addition to e-learning packages – but only if they’re used in the right way. Here are Saffron’s top ten tips for making sure videos are adding value to your e-learning rather than just adding megabytes to your course.
Whether it’s a new client or one you’ve worked with before, the way you begin a project sets the tone for the rest of the project. Here are our top tips for ensuring every project starts with a bang!
Many clients want to include video in their e-learning courses meaning that we need to become film directors as part of our day job too. But it’s not just about having a director’s chair with your name on the back. Follow these tips to ensure your video shoot runs like clockwork.
Early last week I suddenly began to feel feverish and aching and suspected I might have been struck down by the dreaded disease of the moment, swine flu. After leaving work early and trying to sleep it off at home I decided that it was pointless waiting for the symptoms to get worse, instead I should call the wonderful government hotline and get an official diagnosis. With my housemates lurking at a safe distance in the next room and my head pounding like a policeman at the door, I dialled the number. After a short wait a young man with a thick Scottish accent answered in a dead-pan voice not dissimilar to that of the man who reads out the shipping reports. I soon realised why – he had the longest list of questions for me and was clearly sick of asking them.
I’m currently writing a course for a retail client about climate change and this has really made me think about the ‘What’s in it for me?’ question. We always talk about engaging the learner and getting their buy-in, but what do we actually mean? For this course in particular I realised the importance of this because we’ve heard it all before about environmental issues. ‘Because of climate change the polar bears won’t have a home, so remember to turn off your computer every night.’ But do people really care about these things? Well, I’m sure there are some people who genuinely care about the plight of the polar bear but in reality most of us are more concerned with what we’re having for dinner.
Whilst attending the Learning Technologies Show in January, one particular statement grabbed my attention. According to Dr. Itiel, former senior lecturer in cognitive neuroscience at the University of Southampton, on average, 70-80% of information that people “learn”, they will forget after 24 hours. So, for all of us who create learning courses, we really do have a tough job on our hands to ensure that participants remember the learning points for longer than a day!
As someone who composes music in their spare time I often come up against a wall of creative choice when starting a new composition. I could write a piece of music for any instrument, at any speed or any style, based in a major or minor key or even in multiple keys, and I find myself overwhelmed by the endless possibilities. This often results in me getting 24 bars into a new composition for full symphony orchestra plus rock band and wondering whether I could add in an opera singer, two Indian sitars and a tabla. It’s then that I realise I have got side-tracked by the abundant possibilities and my composition has lost all direction, focus and meaning.